Trinity Earth Sciences
Undergraduate
Course Handbook
2013-14
Trinity Earth Sciences
Undergraduate Course Handbook 2013-14
CONTENTS
1. Welcome to Earth Sciences at Trinity College Dublin ........................................................... 3
Learning Outcomes .................................................................................................................. 4
2. Course Structure .................................................................................................................. 5
Further Information ................................................................................................................... 5
3. Freshman Module Outlines................................................................................................... 6
Junior Freshman (Year 1)......................................................................................................... 6
PY1FO1 Foundation Physics for Life and Earth Sciences
CH1101 General & Physical Chemistry
10 ECTS ............................. 6
10 ECTS ....................................................... 6
GG1021 Introduction to Geography I: Physical
10 ECTS ............................................ 7
GG1022 Introduction to Geography II: Human - Environment
GL1101 Junior Freshman Geology
MA1M01 Mathematical Methods
10 ECTS ........................ 8
10 ECTS ............................................................. 8
10 ECTS ................................................................ 9
Senior Freshman (Year 2) ...................................................................................................... 10
GL2205 Dynamic Earth 1: Rocks & Evolution
10 ECTS ............................................. 10
GL2206 Dynamic Earth 2: Structure & Microscopy
GL2299 Earth Sciences Field Course
10 ECTS ..................................... 10
5 ECTS ......................................................... 11
GG2299 Geochemistry for Earth Scientists
5 ECTS ................................................. 11
GG2025 Human Geography: Changing Worlds
10 ECTS .......................................... 12
GG2024 Physical Geography: Changing Environments
PY2P30 Physics for Earth Scientists
Broad Curriculum Module
10 ECTS .............................. 13
5 ECTS .......................................................... 14
5 ECTS .......................................................................... 14
Junior Sophister (Year 3)........................................................................................................ 15
GG3035 Advanced Research Methods in Earth Science
GG3020 Coastal Processes and Management 1
5 ECTS............................... 15
5 ECTS .......................................... 15
GG3053 Deserts of Our Solar System 5 ECTS............................................................. 16
GG3036 Earth Sciences - Tutorial
5 ECTS .............................................................. 16
GL3325 Geological Field Skills 2
10 ECTS ............................................................. 16
GG3475 Glacial Geomorphology
10 ECTS .............................................................. 17
GL3420 Microscopy & Crystalline Rocks
5 ECTS ..................................................... 18
GL3306 Palaeontology, Palaeoecology, & Evolution
5 ECTS ..................................... 18
GG3476 Periglacial Geomorphology (Unavailable 2013-14)
GG3034 Practical Physical Geography
5 ECTS........................... 19
5 ECTS........................................................ 19
GL3301 Sedimentary Petrology - from sediment to rock
5 ECTS................................ 20
Senior Sophister (Year 4) ....................................................................................................... 21
COMPULSORY MODULES ................................................................................................ 21
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GL4420 Earth Sciences Sophister Research Project
20 ECTS ................................... 21
GL4421 Earth Sciences Sophister Field Course
5 ECTS ........................................... 21
GG4039 Understanding Environmental Change
5 ECTS ........................................... 22
OPTIONAL MODULES (SELECT 30 ECTS FROM THE FOLLOWING LIST) ..................... 23
GG4037 Climate Change
5 ECTS ......................................................................... 23
GG3475 Glacial Geomorphology
10 ECTS .............................................................. 23
GL4406 Global Igneous Petrology
5 ECTS .............................................................. 24
GG4055 Human Origins
5 ECTS ........................................................................... 24
GL4413 Introduction to Micropalaeontology
5 ECTS................................................. 25
GL4411 Organic Petrology, Palynology & Palaeobotany
GG3476 Periglacial Geomorphology (unavailable 2013-14)
GL4416 Planet Formation & the Early Earth
5 ECTS ............................... 25
5 ECTS ........................... 26
5 ECTS ................................................ 26
GL4418 Radiogenic Isotope Geochemistry & Mass Spectrometry 5 ECTS ................... 27
GG4040 Reconstructing Environmental Change
5 ECTS .......................................... 27
4. Examinations and Assessment ........................................................................................... 28
Examinations .......................................................................................................................... 28
Course Work .......................................................................................................................... 28
Submission of Assessed Work............................................................................................ 29
Deadlines and Penalties for Late Submission ..................................................................... 29
Progression and Mark Carry-Forward ................................................................................. 29
An Important Note Regarding Plagiarism ............................................................................... 29
Guidelines on Referencing ..................................................................................................... 30
Marking Criteria ...................................................................................................................... 32
5. Staff, Contacts & Support ................................................................................................... 33
Course Director................................................................................................................... 33
Module Co-ordinators ......................................................................................................... 33
Student 2 Student................................................................................................................... 35
6. Facilities, Conduct and Safety ............................................................................................ 35
Laboratories ........................................................................................................................... 36
Fieldwork and Fieldtrip Safety ................................................................................................ 36
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1. Welcome to Earth Sciences at Trinity College Dublin
Welcome from the Course Director
In a world that is changing at an ever increasing rate there has never been a more important
time to focus on the science of our natural environment. Earth Scientists play a central role in
the race to understand how dynamic Earth systems are changing and what we might be able
to do about such change. Earth Scientists also play a crucial role in our search for sustainable
use and management of natural resources.
The Earth Sciences degree focuses on Planet Earth, and in particular the composition and
structure of the Earth’s surface layers, atmosphere and oceans, the dynamic processes that
influence and shape our world, and the formation and distribution of resources that we depend
upon. Notable areas of study include climate change, geomorphic hazards (earthquakes,
landslides, volcanism, flooding), pollution and the availability and exploitation of resources. The
degree programme aims to produce articulate and informed graduates with a broad knowledge
of Planet Earth by providing students with a firm grounding in those sciences that relate
directly to the surface of the Earth and to surface-forming, atmospheric and oceanic
processes. Particular emphasis will be placed on the development of critical thinking, a
scientific approach to understanding, and training in relevant, transferable skills, including
laboratory- and field-based analytical techniques.
We hope you will find your time at Trinity challenging, rewarding and enjoyable in equal
measure.
Dr Robin Edwards, Course Director.
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LEARNING OUTCOMES
On successful completion of your Earth Sciences degree, you will be able to:
(a) Discuss the major theories, concepts, methods and processes associated with the
Earth Sciences
(b) Demonstrate a detailed knowledge of one or more specialised areas in Earth Science
by, for example, being able to identify, analyse and resolve problems. Some of this
knowledge will be at the current boundaries of research.
(c) Apply this knowledge and comprehension in a manner that indicates a thorough and
informed approach to your work, and have competences typically demonstrated
through devising and sustaining arguments, and formulating and solving problems;
(d) Use a number of specialised skills and tools, such as spatial data analysis and
statistical techniques, which you can use selectively to address complex problems, or
to conduct closely guided research.
(e) Devise data gathering experiments, and to gather and interpret relevant data to inform
independent judgements which include reflection on relevant social, scientific or ethical
issues;
(f) Communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences;
(g) To undertake further study with a high degree of autonomy.
IMPORTANT NOTE: The details contained in this booklet are subject to change. In the event
of any conflict or inconsistency between the General Regulations published in the University
Calendar and information contained in this course handbook, the provisions of the General
Regulations will prevail.
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2. Course Structure
The Earth Sciences programme at Trinity has a modular
structure that combines compulsory and optional
elements, thereby giving you increasing levels of choice
as you progress with your studies. Every element of the
teaching programme is associated with a credit value
based upon the European Credit Transfer and
Accumulation System (ECTS). This is a student-centred
system that is based upon the workload required to
achieve the programme objectives. One year of study
comprises work totalling 60 ECTS.
One ECTS is equivalent to approximately 25 hours of student input
Note: Student input does not correlate with the number of contact hours (ie how long you will
spend in lectures, seminars and practical sessions). Instead it measures YOUR input and
includes not only your attendance at lectures etc, but also the time taken for completing
assessment tasks, individual study including assigned reading, revision and examinations.
Working outside of class is a vital element of your studies at Trinity, and to meet the ECTS
requirements it will sometimes be necessary to work outside of term time or the regular (5-day)
working week.
The first year (Junior Freshman) comprises six compulsory foundation modules that span the
Earth and Physical Sciences and provide a broad background of knowledge that is built upon
in the subsequent years.
During the second year (Senior Freshman), students take a further seven compulsory modules
including a residential field course. In addition, students take one 5 ECTS module from outside
the Physical and Earth Sciences as part of the Broad Curriculum programme.
The third year (Junior Sophister) is a programme of eleven modules that are aimed at
broadening and deepening knowledge of Earth Science. The year culminates in the
development of a research project proposal that will be implemented in the final year of study.
The fourth and final year of the course (Senior Sophister) comprises a mixture of compulsory
and optional modules drawn from the Geography and Geology programmes. These are
generally more specialist in focus, allowing students to further deepen their knowledge of
specific areas of Earth Science, whilst providing opportunities to study new topics that have not
been covered in detail in earlier years. In addition, students will undertake a substantial
individual research project (20 ECTS).
FURTHER INFORMATION
Some modules will have online material including notes, reading lists and assessment details.
Specific enquiries about a particular module should be directed to the module co-ordinator.
General enquiries regarding the course which are not dealt within this booklet or on the
website should be directed to the course director (Dr Edwards).
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3. Freshman Module Outlines
JUNIOR FRESHMAN (YEAR 1)
PY1FO1 Foundation Physics for Life and Earth Sciences
10 ECTS
Module Co-ordinator: Prof Eithne McCabe ([email protected])
Type: Compulsory
Outline: This is a foundation course of lectures, practical work and tutorials that covers: the
physics of motion and biomechanics; the physics of hearing and seeing; electricity and
magnetism and bioelectricity; radioactivity, nuclear physics and related medical applications;
heat; pressure and fluids and their biological, geological and medical applications.
Learning Outcomes: On successful completion of this module students will be able to discuss
the physical concepts underlying, and solve problems in relation to, topics which include the
following:
•
•
•
•
•
•
•
•
•
Forces exerted by muscles, jumping, motion through air, motion on rivers; speed,
velocity, acceleration, gravity, falling bodies, forces, Newton's laws of motion, statics,
torque and rotational motion.
Biological effects of ionising radiation, radiation diagnostics and therapy, radon gas;
introduction to modern physics, atomic physics, radioactivity and nuclear physics
Geological application of physics
Efficiency and human activity, work, energy and power
Heat and the human body, diagnostic and therapeutic uses of heat and cold,
volcanoes; temperature and heat
Biological and medical applications of pressures and fluids to include the
cardiovascular system, flow regulation in the circulatory system and the Physics of
respiration, ventilators and respirators; pressure and fluids
Ultrasound for medical diagnostics, the hearing mechanism; elasticity and waves,
frequency and intensity
Image formation in the eye and correction of common eye defect; reflection and
refraction of light, lenses, mirrors and optical instruments
Physiological effects of electrical shock, bioelectricity; electricity and magnetism, simple
electric circuits
Assessment: Examination (60%) laboratory practical mark (30%), project mark (10%)
CH1101 General & Physical Chemistry
10 ECTS
Module Co-ordinator: Dr Scully ([email protected])
Type: Compulsory
Outline: Chemistry is a fundamental science the influence of which is spread throughout other
sciences, and is dominant in modern life. The interplay of chemical and physical ideas has
produced the tools of the analytical chemist which are vital to the Earth and Environmental
Scientist. This introductory module provides a general introduction to the fundamentals of
general and physical chemistry.
For details of this module, lecture handouts and other information, please go to the Chemistry
website:
http://www.tcd.ie/Chemistry/teaching/chemistry/jf/ or contact the lecturing staff
involved.
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GG1021 Introduction to Geography I: Physical
10 ECTS
Module Co-ordinator: Mr Quigley ([email protected])
Type: Compulsory
Outline: This module aims to provide a basic introduction to the large-scale controls and
processes that have influenced the physical landscape of the earth as a whole and that have
provided the conditions for the evolution of a variety of life forms, species, habitats and
ecological systems including those that led to and subsequently influenced human existence.
While drawing on many principles within physics, chemistry, geology and biology this module
has a distinctly geographical focus with an emphasis on the global scale.
The module will be taught in five sections:
1. Global geotectonic setting;
2. Global atmospheric & oceanic processes;
3. Climate change;
4. Surface processes of landscape development;
5. Global geoecology: soils and vegetation.
Learning Outcomes: On successful completion of this module students will be able to:
•
Demonstrate the importance of plate tectonics to the
Earth sciences, and be able to explain how the
distribution of continents and oceans has varied through
time;
•
Outline the physical evolution of Ireland and be able to
place the geography of rock types in Ireland within their
geotectonic setting;
•
Describe the geography and character of major
categories of rock types, and of volcanic and seismic
events;
•
Illustrate the structure and composition of the earth's
atmosphere and oceans;
•
Explain the heat budget of the earth and the ways in which heat imbalances are
addressed;
•
Describe the main atmospheric and oceanic circulation systems and linkages between
the atmosphere and oceans;
•
Discuss the role of atmosphere and oceans in weather
and climate;
•
Describe
regimes;
•
Explain the processes that have created the various major
types of landforms and the controls on landform evolution;
•
Identify the different categories of soil, their properties and
processes of formation;
•
Describe the characteristics and extent of the major biogeographical units;
geographic
variations
in
rock
weathering
Assessment: 3 hour examination (80%); course work (20%)
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GG1022 Introduction to Geography II: Human - Environment
10 ECTS
Module Co-ordinator: Prof Davies ([email protected])
Type: Compulsory
Outline: This module will introduce key concepts relating nature, society and the environment
as well as introducing interactions between humans and their environment, using case studies
from the fields of resource exploitation, environmental degradation and environmental hazards.
This module aims to:
•
Introduce students to foundational concepts and issues relating to the humanenvironment interface;
•
Expose students to a range of sources and materials for analysing human-environment
relations;
•
Describe and analyse issues of environmental degradation;
•
Identify and evaluate environmental hazards.
Learning Outcomes: On successful completion of this module students will be able to:
•
Define environmental geography and describe key areas of concern for environmental
geographers;
•
Explain the meaning of environmental resources and outline examples of resource
exploitation;
•
Critically examine environmental management approaches;
•
Explain select cases of environmental degradation derived from human-environment
interactions;
•
Identify and evaluate human-environmental relations
environmental hazards.
within select
cases of
Assessment: Examination (30%) – method to be confirmed; course work (70%).
GL1101 Junior Freshman Geology
10 ECTS
Module Co-ordinator: Dr Nicholas ([email protected])
Type: Compulsory
Outline: The module gives an introduction to our dynamic
Planet Earth, explains the natural principles and processes that
govern how it works inside and out, and retraces its geological
history over the past four and a half billion years.
From the vastness of the Universe to the microscopic structure
of mineral crystals, from galaxy birth over billions of years to
volcanic eruptions lasting only minutes; the science of geology
sets out to investigate the origin and development of the planet,
the natural principles that govern it, the processes that act in,
on and around it, and the life that has evolved with it.
Many sciences are conducted in the laboratory, but to a
geologist the Earth itself is the laboratory. In essence, this module provides a beginnerʼs guide
to Planet Earth. The module is divided into two main themes developed consecutively during
the Semester. Firstly, 'Earth in Space' investigates the origin of the Universe and our Solar
System, Earthʼs early formation, composition and structure, with a focus on how Earth's
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internal dynamism constantly changes the landscape upon which we live. The second theme,
'Earth and Life' explores how the planet and the organisms that have lived on it evolved
together over billions of years. It investigates how evidence of past life can be preserved in
rocks, how key fossil groups evolved, and the geological causes that drove some of them to
extinction.
Learning Outcomes: On successful completion of this module students will be able to:
•
•
explain the basic origin and evolution of planet Earth and outline its dynamics
discuss the major evolutionary episodes in the fossil record and explain how the planet
changed over time with life
Assessment: Examination (60%); In-course multiple choice tests (10%); Tutorial work (30%).
MA1M01 Mathematical Methods
10 ECTS
Module Co-ordinator: Dr Levene ([email protected]), Dr Ryan ([email protected])
Type: Compulsory
Outline: For all areas of science, knowledge of basic mathematics is a prerequisite.
Experimental results are almost always numerical and thus their analysis is mathematical. Also
the models which predict these results are quantitative and hence their theory is mathematical.
The aim of the mathematical methods course is to ensure that everyone attains knowledge of
the most basic mathematics that they are likely to meet in their chosen field of specialisation.
This course is designed to help those who need help in mathematics: it is a refresher course
and more. The first term will build on your present knowledge of mathematics, giving you a
much better idea of what a function is, how to graph one, how to extract essential information
such as its roots, its maxima and minima, and how to differentiate it. The second term will
cover integration, including how to find areas and volumes, while the third term covers really
new material such as differential equations and matrices. Throughout, the emphasis is always
on the practical application of mathematics to real-life problems. During the second term there
will also be an introduction to computing designed to further prepare you for a successful
career in science. The course consists of two lectures per week and a weekly tutorial covering
the week's material. There is an examination at the end of each term and an annual
examination in May or June.
For further details of this module go to: http://www.maths.tcd.ie/undergraduate/
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SENIOR FRESHMAN (YEAR 2)
GL2205 Dynamic Earth 1: Rocks & Evolution
10 ECTS
Module Co-ordinator: Prof Kamber ([email protected])
Type: Compulsory
Outline: The aims of this module are: (1) to promote the understanding of how material is
cycled and recycled within the Earth and how rock types record different aspects of this
cycling; (2) to provide (a) an understanding of form and function in fossil organisms and their
links to living floras and faunas (b) an overall appreciation of the evolutionary record of life on
Earth. The module initially approaches the solid materials that make up the outer parts of the
Earth - the lithosphere - namely rocks and their basic building blocks, minerals. A pathway is
taken through the rock cycle from initial formation from mantle material into igneous rocks,
their subsequent breakdown at the Earth's surface and reconstitution into sedimentary rocks
and, finally the alteration of these rocks through burial at elevated temperatures and pressures.
Techniques of describing and reaching first stage interpretations of rocks and minerals in hand
sample are covered.
Equipped with an appreciation of the dynamic natures of the solid Earth, the module then
introduces the time dimension of life, which has existed on planet Earth for much of its history.
Fossil organisms are the data that record the evolution of life on the planet.
Learning Outcomes: On successful completion of this module students will be able to:
•
•
•
describe and indentify common kinds of rock and the minerals they contain in hand
sample
describe and classify a broad range of organisms found in the fossil record, and explain
the concepts of fossilisation, evolutionary sequences and lineages
outline the uses of fossils in palaeobiological, palaeogeographic and evolutionary
studies, and state the basic principles of taxonomic procedure
Assessment: Theory examination (60%); Practical examination (20%); In-course exercises
(20%)
GL2206 Dynamic Earth 2: Structure & Microscopy
10 ECTS
Module Co-ordinator: Dr Chew ([email protected])
Type: Compulsory
Outline: This module aims: (1) to investigate how,
why and where rocks undergo deformation; (2) to
be
able
to
interpret
two-dimensional
representations of geological data (maps) in three
dimensions; and (3) to understand the physical
and chemical properties of minerals and how
minerals can be investigated using the polarised
light microscope.
This module investigates the structure of the
Earth from the scale of plate tectonics through to
investigation using the polarising microscope. The
structural geology lectures cover the principles of rock deformation and the classification of
structural features. The tectonics lectures provide an overview of active plate tectonic
processes and these various processes are exemplified by a brief overview of the geological
history of Ireland. A series of practical exercises aim to develop an understanding of map
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interpretation and the visualisation of structures in three dimensions. Topics covered will
include folds, faults and unconformities along with interpretation of published geological maps.
The module also introduces the principals of crystallography and the theory and practice of
using a polarised light microscope to look at minerals in thin sections of rock. The rock-forming
minerals are examined in detail in terms of where they are found, what they look like through
the microscope, what chemical elements they contain, and their physical stability.
Learning Outcomes: On successful completion of this module students will be able to:
•
•
•
investigate and explain how, why and where rocks undergo deformation
interpret two-dimensional representations of geological data (maps) in three
dimensions
describe the physical and chemical properties of minerals and describe how minerals
can be investigated using the polarised light microscope.
Assessment: Theory examination (70%), Practical examination (15%), In-course laboratory
assessment (15%)
GL2299 Earth Sciences Field Course
5 ECTS
Module Co-ordinator: Dr Wyse Jackson ([email protected])
Type: Compulsory
Outline: This module is based on an extended residential field course. Geological rock types
and structures are examined which illustrate topics covered in other freshman geology
modules. Quaternary sediments and geomorphological features covered in freshman
geography modules are also examined. Emphasis is placed on practical aspects of the earth
sciences, especially interpreting outcrops and recording data in a systematic way.
Learning Outcomes: On successful completion of the module students will be able to:
•
Identify common sedimentary, igneous and metamorphic rocks in the field;
•
Identify and record basic geological features;
•
Describe and record a range of Quaternary sediments and landforms;
•
Conduct a basic surveying exercise.
Assessment: Course work (100%)
GG2299 Geochemistry for Earth Scientists
5 ECTS
Module Co-ordinator: Dr Rocha ([email protected])
Type: Compulsory
Outline: This introductory module will focus mainly on the chemistry of earth processes,
including the chemical evolution of the planet as whole through geological time. The material to
be imparted will have a strong foundation on Earth System Science, thereby discussing the
chemical processes underpinning interactions between the lithosphere, the hydrosphere and
the atmosphere, including practical and theoretical aspects of planetary formation, the
evolution of the atmosphere (including recent changes) and ocean compositional changes
through time. This material will be brought together to understand the natural and
anthropogenic drivers of life on earth, including the close chemical relationships between the
compositional nature of living organisms, sediments and soils, water and the atmospheric
gases.
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Learning Outcomes: On successful completion of the module students will be able to:
•
Illustrate the role chemistry plays in understanding the Earth system
•
Identify specific clusters of elements and describe their role in natural geochemical
processes.
•
Illustrate how living systems control and/or are influenced by the geology and chemistry
of the Earth
•
Examine natural geochemical processes through a combination of field and laboratorybased exercises;
•
Evaluate, interpret and summarize fundamental principles to explain natural
phenomena arising from complex interactions between the biosphere, the lithosphere,
the atmosphere and the hydrosphere.
Assessment: Course work (100%)
GG2025 Human Geography: Changing Worlds
10 ECTS
Module Co-ordinator: Dr Sokol ([email protected])
Type: Compulsory
Outline: This module introduces students to a number of key
issues within contemporary human geography and exposes
them to a range of methodological approaches and research
techniques. The overarching theme of the module is the way
in which historical, cultural, environmental, political and
economic geographies are changing under the force of
globalisation. Specific areas covered include an examination
of globalisation from a historical perspective; approaches,
methods and sources in historical geography; emergence of
global environmentalism in a changing world; the creation of
‘third world’ and the impact of globalisation on the developing world; and political and
economic aspects of globalisation.
The module will cover:
Section 1 - Approaches and methods in historical geography: This section of the module
introduces the diversity of approaches and methods employed in historical geography.
Historical geography has traditionally been concerned with the evolution of landscapes and
patterns of areal differentiation over time. Historical geography is concerned with how regions
and places have come to acquire identity and character over time. It is therefore central to the
wider study of geography. Since the 1980s historical geography has been open to theoretical
and methodological innovation. This section of the module will give an introduction to the more
traditional and modern approaches to the use of historical methods in geographical studies.
Section 2 - Emerging Environmental Movements: Interactions between humans and the
environment are of central concern for geographers. These interactions may create positive or
negative outcomes (or in some cases both) across time and space and are often geopolitically
motivated. This section of the Changing Worlds module will address how human geography is
approaching the relationship between humans and their environment in an increasingly
globalised world. Attention to the evolution of environmental organisations, including green
political parties, will be considered.
Section 3 - Geographies of development: Most of humanity lives in the so-called “developing
world”. This section of the module explores how the Third World was created historically and
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the mechanism through which it is reproduced. Attention will also be paid to the impact of
“free” market policies in the developing world.
Section 4 - Economic geographies of globalisation: This section of the module will cover
issues related to contemporary economic globalisation; governance of globalisation; multinational corporations; global finance; global financial and economic crisis; geographies of
transition economies; and policy challenges in the age of globalisation.
Section 5 - Collection & analysis of geographical data: Building on the above sections, this
part of the module will specifically focus on methods in geographical research and a range of
techniques used in acquisition and analysis of geographical data. In doing so, it will enable
students to select appropriate methods to study diverse geographical issues and to develop
students’ geographical skills of numeracy, data management, manipulation, analysis, display,
interpretation and explanation.
Learning Outcomes: On successful completion of this module students will be able to:
•
•
•
Identify important topics and themes in contemporary human geography;
Appraise some of the major current debates in human geography;
Outline and contrast a range of research methods in human geography..
Assessment: Examination (60%); course work (40%)
GG2024 Physical Geography: Changing Environments
10 ECTS
Module Co-ordinator: Dr Bourke ([email protected])
Type: Compulsory
Outline: This module represents a foundation in
modern physical geography and is designed to explain
and analyse environmental change during the last 2.6
million years (the Quaternary period). The module will
take a number of key elements of contemporary
environmental change and analyse modern process,
past records and archives of environmental change.
Elements of the course are designed to prepare
students for Sophister physical geography modules.
Fluvial Geomorphology: Fluvial processes and landforms including fluvial hydraulics and
sediment transport, bedforms, sediments, channel dynamics and long-profile, historic flood
events and large-scale catastrophic floods, fluvial sedimentary archives.
Mass-movements: including landslides, slow downslope movement and peat failures. The
importance of analysis of large-scale mass-movements is emphasised.
Drylands: The dynamics of geomorphic systems in global drylands will be examined. In
particular, aeolian landforms, sediments, transport processes aeolian sedimentary archives.
Tropics: Environmental change across a range of temporal scales and environment types,
particularly lacustrine systems and swamp basins. Attention will be paid to issues of landform
scale.
Oceans: including submarine landslides; deep ocean sediments as archives of long-term
environmental change; sea levels past present and future; and the evolving geography of our
planet.
Biogeography and Conservation: This section of the course will focus first, on the geographical
significance of various positive and negative interspecific relationships within ecosystems
including competition, predation, mutualism etc. It will then examine, on various spatial and
temporal scales, the historical dimensions of the dynamics of species distribution by exploring
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the effects of evolution, migration and extinction of species as a response to environmental
change.
Learning Outcomes: On successful completion of this module students will be able to:
•
Identify important topics and themes in contemporary physical geography.
•
Appraise some of the major current debates in physical geography.
•
Illustrate how records of past change can be developed from a range of different
environments.
•
Explain how an understanding of modern processes is fundamental to our ability to
reconstruct the past and predict the future.
Assessment: 3 hour examination (80%); course work (20%)
PY2P30 Physics for Earth Scientists
5 ECTS
Module Co-ordinator: Prof Lunney ([email protected])
Type: Compulsory
Outline: The aim of this module is to provide an introduction to the application of physical
principles in the study of earth science. The module will be taught through a combination of
lectures, laboratory classes and tutorials.
Learning Outcomes: On successful completion of this module students will be able to:
•
•
•
•
•
•
•
•
•
Apply Newtonian mechanics to the description of gravitational attraction, planetary
motion and origin of tides and effect of Coriolis force in atmospheric circulation.
Apply principles of statics to describe bodies in equilibrium, elasticity and fracture.
Understand and calculate hydrostatic pressure, buoyancy and flow in fluid systems.
Understand the mechanical analysis of seismic and water waves, including calculation
of wave velocity, reflection and refraction.
Understand the concepts of heat and temperature and elementary thermodynamics.
Describe and calculate adiabatic processes in the Earth’s atmosphere, including the
effects due to water vapour.
Describe and do calculations involving radiative transfer and energy balance in the
Earth’s atmosphere.
Describe the various types of radioactive decay and do calculations involving
radioactive dating.
Make measurements on a physical system, analyse the results and prepare a report.
Assessment: Examination (65%), laboratory practical work (35%)
Broad Curriculum Module
5 ECTS
Students select one the Broad Curriculum (Cross-Faculty) modules with the exception of:
BCBOT (Living Sustainably) and BCGEOL (Planet Earth).
Details on the Broad Curriculum Programme can be found at:
https://www.tcd.ie/Broad_Curriculum/cfc/index.php
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JUNIOR SOPHISTER (YEAR 3)
GG3035 Advanced Research Methods in Earth Science
5 ECTS
Module Co-ordinator: Dr Edwards ([email protected])
Type: Compulsory
Outline: The objective of this module is to develop the research skills required to plan and
execute an individual piece of guided research (the dissertation). Students will be provided
with some basic training in research design, critical evaluation of academic literature, and
presentation skills, before being introduced to a selection of topics that may form the basis of
their final year dissertation. The module culminates in the production of a research proposal
that will be implemented in the final year of study.
Learning Outcomes: On successful completion of the module students will be able to:
•
Evaluate the strengths, weaknesses and appropriateness of a range of research
methods employed in the Earth Sciences;
•
Summarise and critique previous academic research published in peer-reviewed
literature;
•
Plan a significant piece of individual research and present this succinctly in the form of
a research proposal.
Assessment: Course work including production of a final year dissertation research proposal
(100%)
GG3020 Coastal Processes and Management 1
5 ECTS
Module Co-ordinator: Mr Quigley ([email protected])
Type: Compulsory
Outline: This module views coasts as integrated spatial systems by analysing the
interrelationships between physical and biological inputs, drawing on literature in the areas of
coastal geomorphology and ecology. Coasts can be seen as highly complex systems that are
very sensitive to changes in any input, be it physical, biological or human-induced. In the light
of this, the module examines the morphodynamics of coasts on different temporal and spatial
scales. It begins with an examination of the dynamics of inshore waters, including the origins
and characteristics of waves, tides and currents before dealing with the sedimentological
responses to these phenomena at the land/sea interface. The morphology and dynamics of
various types of coastal features, especially those found in 'soft coast areas', will be
considered in detail. The analysis of soft coasts as physico-biological systems, with a particular
focus on the development of sand-dune, machair and salt-marshes will form a major part of
this module.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
Explain the dynamics of waves, tides and currents that have a bearing on near-shore
processes;
Interpret the dynamics of sediment transfers in the near-shore zone;
Describe the morphodynamics of soft coast systems;
Discuss the importance of biological inputs into the physical landforms of the coast.
Assessment: 3 hr examination (100%)
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GG3053 Deserts of Our Solar System
5 ECTS
Module Co-ordinator: Professor Mary Bourke ([email protected])
Type: Compulsory
Outline: Planetary geomorphology is the frontier field of
Physical Geography. This module explores the desert
landforms of our solar system. It focuses on the arid
environments of Earth and Mars. Using the latest data
from NASA and ESA we will explore how landforms and
geomorphic processes vary under different atmospheric,
gravity and temperature regimes. You will be introduced
to geomorphic features that are not found on Earth. We
will investigate how geomorphologists use landforms on
Earth to understand those on other solar system bodies.
Learning outcomes: On successful completion of this
module students will
•
Have gained a basic knowledge of the desert geomorphology on Earth and Mars
•
Understand how and why landforms vary across our solar system
•
Know how field and experimental studies are used in Planetary Geomorphology
•
Be competent in analysis of Planetary landforms using a GIS platform
•
Be familiar with the latest findings from Lander and Orbiter missions
Assessment: Course work and examination
GG3036 Earth Sciences - Tutorial
5 ECTS
Module Co-ordinator: Dr Edwards ([email protected])
Type: Compulsory
Outline: These small group tutorials will focus on topical issues in the Earth Sciences and are
aimed at developing critical engagement with current academic literature through set readings,
individual study and group discussion. Emphasis will be placed on the societal relevance of
Earth Science and the manner in which the wider scientific community engages with the public.
Learning Outcomes: On successful completion of the module students will be able to:
•
Outline some key current debates in Earth Science;
•
Discuss the societal relevance of selected topics in Earth Science;
•
Evaluate the manner in which scientific knowledge is constructed and disseminated
within and beyond the academic arena.
Assessment: Coursework (100%)
GL3325 Geological Field Skills 2
10 ECTS
Module Co-ordinator: Dr Chew ([email protected])
Type: Compulsory
Outline: Undergraduate field courses provide vital experience in practising core subject skills.
Much of this module will comprise a two week residential field course to a region of active
tectonics. It will comprise a series of exercises in the techniques of geological fieldwork and
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mapping, and development of an understanding of how the geology of the field area is related
to the tectonics of a region.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
•
•
•
•
•
accurately locate themselves in the field using topographic base maps, satellite
imagery and / or GPS
make essential field observations and measurements, including recognition of major
rock types and geological structures
use a compass-clinometer with familiarity to measure geological structures
construct a geological map (field slips and interpretative map) and stratigraphic log and
accurately record field observations in a notebook, as notes, sketches or tabulated data
construct a geological cross-section on the basis of a geological map
identify and interpret a range of sedimentary structures and their depositional
environments
identify diagnostic metamorphic assemblages in the field
identify a range of volcanic rocks and their modes of deposition and be able to use this
information to determine eruptive style
evaluate the regional geology and tectonic setting in the context of an active orogenic
belt
Assessment: Coursework (100%)
GG3475 Glacial Geomorphology
10 ECTS
Module Co-ordinator: Prof Coxon ([email protected])
Type: Compulsory
Outline: The course is an
introduction to the landforms and
processes of glaciation. It covers
past and recent work on glacial
geomorphology and concentrates
on landforms and sediments and
their production by glaciers. The
topics covered include: history of
glacial studies, physical properties
of ice, ice motion, glacier systems,
thermal regime, erosional processes and landforms, glacial deposition, mineral exploration in
glacial terrain, engineering geology in glaciated areas, moraines and drumlins, meltwater
deposition and erosion (process and form). Examples are taken from Ireland where relevant
and the course outlines the need for further work in many regions of the country.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
Have gained a basic knowledge of the main elements of glaciology
Have gained a knowledge Ireland’s glacial history
Have gained a knowledge of modern glacial geomorphology
Recognise the importance of the study of glacial geomorphology
Assessment: 2 hr Examination (50%). Attendance and successful completion of a weekend
field course and laboratory reports.
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GL3420 Microscopy & Crystalline Rocks
5 ECTS
Module Co-ordinator: Prof Kamber ([email protected])
Type: Compulsory
Outline: The module starts out with a thorough introduction to the use of the petrographic
microscope and the optical properties of the main rock-forming minerals. The module next
introduces the most important igneous rocks from a variety of scales: their tectonic
environment, their local occurrence, in the hand specimen as well as under the microscope.
Finally, the module covers the two most important metamorphic rock series: metapelites and
metabasites. They are covered from the point of view of petrography, classification and
metamorphic environment. The modules aims to: (1) prepare Earth Sciences students for SS
Geology module options; (2) train students in the use of the petrographic microscope; (3)
develop the skills for description and classification of the most important igneous rocks; and (4)
develop an appreciation of the various tectonic regimes in which crystalline rocks form.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
describe the basic aspects of cross-polarised light microscopy
identify, describe and classify all major crystalline rocks and explain the petrogenetic
importance of the various rocks
Assessment: Theory examination (50%), practical examination (30%), in-course assessments
(20%)
GL3306 Palaeontology, Palaeoecology, & Evolution
5 ECTS
Module Co-ordinator: Dr Wyse Jackson ([email protected])
Type: Compulsory
Outline: This module will focus on two areas: the evolution of life on our planet from earliest
times, and the use of fossils as sources of palaeoenvironmental data. In the former topics
covered in lectures include the Cambrian explosion, evolution and classification, the evolution
of flight, and the biodiversity in the past, present and future. In the second area lectures and
practical sessions will concentrate on determining the information available to field geologists
from single fossils and from fossil assemblages and will reconstruct past environments from
the available data, taking into consideration the reduced information available between the
living organism and its fossilised representative. Some of the content of this module will be
student-led through presentations. The aims are to provide: (1) an understanding of
evolutionary processes; (2) a link between modern and ancient ecosystems; (3) a synopsis of
methodologies in taxonomy; and (4) guidelines on how to gather biological data from fossils in
the field.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
describe the evolutionary steps displayed in the fossil record
identify and describe modern ecological parameters that act on the biosphere and
apply this information to the fossil record
select appropriate statistical and qualitative techniques when investigating fossils in the
field and in the laboratory
discuss the basic principles of taxonomic procedures
Assessment: Theory examination (60%); in-course laboratory practical work and seminars
(40%)
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GG3476 Periglacial Geomorphology (Unavailable 2013-14)
5 ECTS
Module Co-ordinator: Prof Coxon ([email protected])
Type: This module will be available in 2014-15 (compulsory for JS and optional for SS).
Outline: This module covers the regions of the world that experience at
present (or have experienced in the past) permanently frozen ground or
processes associated with frost action. The processes producing a
variety of landforms of all scales are looked at in detail and a pervading
theme in the course is the identification and significance of fossil
periglacial features in the landscape. Topics covered include: climatic
zones, freeze-thaw cycles, permafrost, ground-ice, frost action,
patterned ground, hardware modelling of processes, ice-mounds,
thermokarst, man and periglacial regions, slopes, fluvial processes,
fossil periglacial features in Europe, USA, Britain and Ireland.
Learning Outcomes: On successful completion of the module students
will be able to:
•
•
•
•
Have gained a basic knowledge of cold climate regions and processes
Have gained a knowledge of Ireland’s periglacial history
Have gained a knowledge of modern periglacial geomorphology
Recognise the importance of the study of periglacial geomorphology
Assessment: 2 hr examination (100%)
GG3034 Practical Physical Geography
5 ECTS
Module Co-ordinator: Prof Coxon ([email protected])
Type: Compulsory
Outline: This module provides practical training in some basic field and laboratory methods to
assist students in completing their individual research projects. A white laboratory coat is
required for this course. Sharp pencils, calculator, ruler (metric) and a protractor are also
required. Basic mapwork using OS 1:50,000 series maps and GSI geological maps. Fluvial
geomorphology from maps, simple drainage basin analysis, analysing geological and climatic
controls on fluvial landscapes. Orientation and altitude of corrie basins. Basic field and
laboratory methods including sediment descriptions, clast fabric, particle size analysis and loss
of ignition measurements. Simple data handling using spreadsheets and graphics packages.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
Have gained practical experience in the use of OS maps
Have gained a knowledge of simple surveying techniques
Have gained a knowledge of laboratory methods in physical geography
Assessment: 100% coursework
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GL3301 Sedimentary Petrology - from sediment to rock
5 ECTS
Module Co-ordinator: Dr Craven ([email protected])
Type: Compulsory
Outline: The origin of a wide range of sedimentary rocks is investigated in theory and in the
laboratory using hand samples and thin sections.The aims are: (1) to acquire a basic
understanding of how sediment is produced at the Earth's surface and then becomes rock; and
(2) to be able to relate the information preserved in these sedimentary rocks to physical,
chemical and biological processes that occurred during their formation.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
provide technical descriptions of common sedimentary rock types from hand samples
and thin sections
describe appropriate strategies for laboratory investigation of sedimentary rocks
produce basic interpretations of petrological evidence.
Assessment: Theory examination (50%); practical examination (25%); in course laboratory
practical work and seminars (25%)
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SENIOR SOPHISTER (YEAR 4)
The final year comprises a mixture of compulsory and optional modules. Students select
optional modules totalling 30 ECTS.
COMPULSORY MODULES
GL4420 Earth Sciences Sophister Research Project
20 ECTS
Module Co-ordinator: Dr Edwards ([email protected])
Type: Compulsory
Outline: The Earth Sciences sophister research project develops detailed knowledge in
selected, specialized areas of study, some of which will be at the current boundaries of the
subject. It requires the mastery of specialized skills and tools which are applied to address
particular research questions under the guidance of an academic member of staff. The
research topic is developed as part of GG3035 – Advanced Research Methods in Earth
Science. Data collection will normally comprise field work, laboratory analysis, novel work on
museum collection material or pre-existing data sets, or some combination of these. The
outcomes of the research are communicated in a precise and sustained manner by the
production of a written report (dissertation).
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
•
•
Complete a sustained piece of individual, academic research on a chosen topic within
the field of Earth Science, under the guidance of a member of staff;
Explain the methodological basis employed in their research;
Critically evaluate existing research and its implications for the topic of study;
Demonstrate technical proficiency in the application of the selected methods and
techniques of data acquisition and analysis;
Synthesise and discuss the results with reference to relevant academic literature;
Present a succinct and precise written report of the research that is well presented,
logically structured and accurately referenced.
Assessment: Dissertation (100%)
GL4421 Earth Sciences Sophister Field Course
5 ECTS
Module Co-ordinator: Prof Kamber ([email protected])
Type: Compulsory
Outline: This module comprises a one week
residential field course that is usually held
overseas. It provides students with practical
experience in conducting primary research
across a range of Earth Science themes.
Students are required to complete a series of
guided research tasks and to present the
results of their work in evening seminars, and
in written form as a field notebook and report.
The field course further develops practical
fieldwork and problem solving skills.
Emphasis is placed on the application of
Earth Science techniques in real-world
situations.
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Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
•
•
Collect primary field data to address research questions as part of a guided research
exercise;
Conduct field research in a safe manner;
Demonstrate technical proficiency in a range of primary data collection methods
Distinguish between observations and interpretations, and compile a field notebook
recording research activities and results;
Work collectively to collate and analyse the results of fieldwork within strict time
constraints;
Interpret the results of fieldwork and present these findings in oral and written form.
Assessment: Field notebook and report (100%)
GG4039 Understanding Environmental Change
5 ECTS
Module Co-ordinator: Dr Rocha ([email protected])
Type: Compulsory
Outline: This module examines present ecosystem function and its potential shift in response
to anthropogenic and climate forcing. It covers the way in which life sustaining chemicals
(Carbon, Nitrogen and Oxygen, Sulphur and Phosphorus) cycle through land, the atmosphere
and the sea, conditioning ecosystem function and climate, and how humanity has interfered
with this process. It focuses on the biogeochemical perspective of environmental change and
provides a working knowledge of the main biogeochemical cycles, tracing their interactions
and overlaps, evaluating their anthropic components, and describing how transfers and
transformations within the cycles react to both internal and external forcing.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
•
•
•
Recognise in what way living systems control and/or are influenced by the chemistry of
the Earth;
Make use of the concept of biogeochemical cycling in assessing actual problems
related to climate change;
Identify and illustrate anthropogenic changes to the Earth system;
Illustrate methodologies to study natural processes like the transfer of compounds
through ecosystems;
Infer biogeochemical predictions of ecosystem response to climate change;
Devise approaches to study environmental change;
Appraise monitoring and research data in order to explain biogeochemical phenomena.
Assessment: Examination (50%); Course work (50%)
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OPTIONAL MODULES (SELECT 30 ECTS FROM THE FOLLOWING LIST)
GG4037 Climate Change
5 ECTS
Module Co-ordinator: Prof Coxon ([email protected])
Type: Optional
Outline: This module has 2 parts:
Exercise 1 (30% of the total marks). Analysing climate change in the media, documentaries
and making summaries for policymakers (40 hours work/research including watching two
documentaries).
Exercise 2 (70% of the total marks). An essay on a self- chosen climate change topic and
presenting a 20 minute seminar. Researching a topic in depth and presenting an expert
summary of that topic to the class.
Further details at: https://www.tcd.ie/Geography/Courses/pcoxon/
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
Have gained a detailed knowledge of some opposing views expressed in climate
change science
integrate various views on climate change and produce a report for a non-scientist
research and present a comprehensive analysis of a climate change topic chosen by
them
Assessment: Course work (100%)
GG3475 Glacial Geomorphology
10 ECTS
Module Co-ordinator: Prof Coxon ([email protected])
Type: Optional.
Outline: The course is an introduction to the
landforms and processes of glaciation. It
covers past and recent work on glacial
geomorphology
and
concentrates
on
landforms and sediments and their
production by glaciers. The topics covered
include: history of glacial studies, physical
properties of ice, ice motion, glacier systems,
thermal regime, erosional processes and
landforms, glacial deposition, mineral
exploration in glacial terrain, engineering
geology in glaciated areas, moraines and
drumlins, meltwater deposition and erosion (process and form). Examples are taken from
Ireland where relevant and the course outlines the need for further work in many regions of the
country.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
Have gained a basic knowledge of the main elements of glaciology
Have gained a knowledge Ireland’s glacial history
Have gained a knowledge of modern glacial geomorphology
Recognise the importance of the study of glacial geomorphology
Assessment: Examination (100%)
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GL4406 Global Igneous Petrology
5 ECTS
Module Co-ordinator: Dr Tomlinson ([email protected])
Type: Optional
Outline: The module explores the key igneous
rocks in the various tectonic settings and by use
of petrology and geochemistry, investigates
magma source evolution. The module will also
study the anatomy of igneous centres and
interrogate the history of large igneous provinces
and their role in regulating long-term atmospheric
composition. Finally, the module will focus on the
opportunities that exist to use tephra for studying
the relatively recent surface history of the Earth.
Throughout the module, a combination of
petrography, petrology, geochemistry, and
radiogenic isotopes will be applied to extract the
finer details from igneous rocks.
Learning Outcomes: On successful completion of the module students will be able to:
•
use petrology, major and trace element chemistry and radiogenic isotope data from
igneous rocks to interpret them in a plate-tectonic framework, describe in details the
use of tephra in Earth surface studies
Assessment: Theory examination (70%), in-course assessments (30%)
GG4055 Human Origins
5 ECTS
Module Co-ordinator: Dr Edwards ([email protected])
Type: Optional
Outline: This module explores the diverse discipline of
palaeoanthropology, encompassing archaeology, Earth
science, anatomy and genetics. These diverse lines of
evidence are combined to examine the changing
relationships between humans and their environment. It
focuses on the key issue of human origins; the causes,
processes and impacts of migration and dispersal; the rise of
new technologies; and the contested concept of ‟modernity”.
It examines the facts behind stories of popular interest such as Neanderthals, ‟hobbits”, lost
lands beneath the sea, big-game extinctions, and the peopling of Europe.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
Outline human evolution during the Quaternary with reference to issues of speciation,
extinction, and climate change;
Discuss the social and environmental reasons for, and impacts of, population
dispersals during the Quaternary with particular reference to the colonisation of Europe;
List the key developments associated with “modern behaviour” in the Upper
Palaeolithic and compare this with our understanding of the “Neanderthals”;
Employ a multidisciplinary approach that evaluates data of varying quality and quantity,
synthesises contrasting types of information, and deals with differing levels of
uncertainty.
Assessment: Examination (50%); Course Work (50%)
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GL4413 Introduction to Micropalaeontology
5 ECTS
Module Co-ordinator: Prof Sevastopulo ([email protected])
Type: Optional
Outline: This module will cover techniques for
description and identification of the main microfossil
groups both in theory and in practice. Some
practical examples of the uses in biostratigraphy,
palaeoenvironmental analysis and oceanography
will be covered. The aims are: (1) to introduce the
subject of micropalaeontology, its scope, methods
(including scanning electron microscopy) and
potential; (2) to introduce the main groups of
microfossils
–
calcareous
nannoplankton,
foraminifers, radiolaria, ostracodes and conodonts;
and (3) to demonstrate the practical use of these
fossils in biostratigraphy, palaeoenvironmental
analysis, oceanography and thermal maturation studies.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
describe and illustrate microfossils using the Scanning Electron Microscope
identify individual microfossils to the level of group and use appropriate literature to
identify them to the level of genus and species
apply micropalaeontology to the solution of geological problems
Assessment: Theory examination (50%), in-course practical and project work (50%)
GL4411 Organic Petrology, Palynology & Palaeobotany
5 ECTS
Module Co-ordinator: Prof Clayton ([email protected])
Type: Optional
Outline: The aims of this module are for students to: (1) gain a basic understanding of organic
petrology, - the study of organic matter in sedimentary rocks; (2) acquire a basic understanding
of the main groups of palynomorphs. These will include acritarchs, spores, pollen, and
dinoflagellates; (3) demonstrate the practical use of these fossils in Geology; and (4)
investigate the early radiation of land plants. The module covers topics including: The evolution
and ancestry of vascular plants, and their radiation during Palaeozoic time; Principles of
palaeopalynology; acritarchs, prasinophytes, chitinozoa, dinoflagellates, spores and pollen;
Geological applications of palynology including biostratigraphy, palaeogeography and
determination of depositional environments; Principles of organic petrology; Classification of
organic matter in rocks in transmitted and reflected light; Measurement of vitrinite reflectance
and its use in determining thermal maturity, thermal history and calculation of
palaeotemperature; Colour change in palynomorphs as a means of determining maturity;
Assessment of hydrocarbon source rock potential.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
outline the basic principles and practices of organic petrology and the practical use and
techniques of study of palynomorphs and fossil plants
describe the key diagnostic features of the major plant groups
Assessment: Theory examination (50%), in-course practical and project work (50%)
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GG3476 Periglacial Geomorphology (unavailable 2013-14)
5 ECTS
Module Co-ordinator: Prof Coxon ([email protected])
Type: This module will be available as an SS option in 2014-15.
Outline: This module covers the regions of the world that experience at present (or have
experienced in the past) permanently frozen ground or processes associated with frost action.
The processes producing a variety of landforms of all scales are looked at in detail and a
pervading theme in the course is the identification and significance of fossil periglacial features
in the landscape. Topics covered include: climatic zones, freeze-thaw cycles, permafrost,
ground-ice, frost action, patterned ground, hardware modelling of processes, ice-mounds,
thermokarst, man and periglacial regions, slopes, fluvial processes, fossil periglacial features
in Europe, USA, Britain and Ireland.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
Have gained a basic knowledge of cold climate regions and processes
Have gained a knowledge of Ireland’s periglacial history
Have gained a knowledge of modern periglacial geomorphology
Recognise the importance of the study of periglacial geomorphology
Assessment: 2 hr examination (100%)
GL4416 Planet Formation & the Early Earth
5 ECTS
Module Co-ordinator: Prof Kamber ([email protected])
Type: Optional.
Outline: This module first reviews evidence in meteorites and in the geochemistry of the
Earth’s mantle for the formation of solids and planetary embryos in the Solar System.
Discussion of planet formation is followed by a
chronological introduction to events that shaped the
Earth until oxygenation of the atmosphere. The
module will introduce students to rocks that are unique
to the early Earth with a focus on the most important
events that have shaped the planet from the billion of
year perspective. It aims to: (1) familiarise students
with meteorites and early Earth rocks; (2) develop an
understanding of the steps from solid formation in the
Solar System to the accretion of rocky planets; (3)
appreciate the differences between early Earth
geology and the more familiar Phanerozoic record; and
(4) develop an understanding of how meteorites and early Earth rocks can be used to
reconstruct the history of the Earth.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
summarise the difference between primitive and differentiated meteorites and to
explain the significance of meteorites for reconstructing the steps towards planet
formation
recognise Archaean rocks and those aspects of Precambrian geology that are different
from Phanerozoic geology
integrate the evidence from the rock record to explain the major events in the physical,
chemical and biological evolution of the early Earth
Assessment: Theory examination (70%), in-course assessments (30%)
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GL4418 Radiogenic Isotope Geochemistry & Mass Spectrometry
5 ECTS
Module Co-ordinator: Dr Crowley ([email protected])
Type: Optional
Outline: The module begins with an introduction to the principles of radioactive decay before
describing several different radiogenic isotope systems (e.g. Sm-Nd, Rb-Sr, Lu-Hf, U-Th-Pb
and Re-Os) and their applied uses in geology, earth and environmental sciences. Both
conventional and novel uses of these isotopes are discussed. Laboratory classes primarily
consist of gaining hands-on experience with processing, plotting and interpreting radiogenic
isotope data. This will be achieved by working through case studies of published material. The
module also gives an excellent grounding in mass spectrometry. The theory behind several
different types of mass spectrometers is covered in lectures and reinforced with hands-on
visits to various working laboratories using these instruments.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
give a detailed account of the main types of mass spectrometers currently in use in
geochemistry and geochronology laboratories worldwide
describe in detail the theory and applications of the most widely used radiogenic
isotopes in geology, earth and environmental sciences
prepare samples for analysis and work with radiogenic isotope datasets
Assessment: Theory examination (60%) coursework (40%)
GG4040 Reconstructing Environmental Change
5 ECTS
Module Co-ordinator: Dr Edwards ([email protected])
Type: Optional
Outline: This module provides hands-on experience in the research techniques that are used
in the Earth Sciences to reconstruct environmental change. It focuses on the analysis of
Holocene sediments and their associated microfossils, and their use as sensitive proxies for
changing environmental variables. It involves a one-day field trip that will be held at the
weekend.
Learning Outcomes: On successful completion of the module students will be able to:
•
•
•
•
•
•
Plan and implement a sampling strategy for the collection of field data required to
address specific research questions;
Produce a precise and accurate field notebook that selects appropriate information and
discriminates between observation and interpretation;
Demonstrate technical proficiency in a range of laboratory analyses used to extract
environmental data from sediments;
Compile and integrate the results arising from individual and group analyses to produce
a coherent dataset for further work;
Analyse and interpret complex, multivariate datasets;
Synthesise the results and interpretations in a concise, written report that presents
clear research objectives, a critical evaluation of methodology and data, and makes
reference to relevant academic literature.
Assessment: Course work (100%)
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4. Examinations and Assessment
Throughout your degree, your progress will be evaluated by examination and course work.
Details concerning examination procedures are documented in the College Calendar and you
are advised to familiarise yourselves with these at the earliest opportunity. In all cases, the
end-of-year mark is calculated according to the relative ECTS weightings of the modules
taken.
EXAMINATIONS
The regulations governing examinations are set out in the College Calendar. Examination
timetables are published in advance of the dates of examinations. See the examinations office
website for more details (http://www.tcd.ie/Examinations/Timetables/). You must ensure that
you are available for the duration of the examinations period as presented in the College
Calendar (http://www.tcd.ie/calendar/).
NOTE: It is your responsibility to establish the dates, times and venues of examinations. No
reminders will be sent to you.
The College employs anonymous marking where practically possible. Results will be published
by student number. The marking criteria used when marking examination scripts are presented
in the relevant section below.
COURSE WORK
The form of course work will vary between modules. Details concerning the assessment
requirements, value, marking criteria, and deadline/process for submission will be circulated by
the module co-ordinator or lecturer when the assessment task is set. Marks and feedback will
also vary between modules and you should contact the module co-ordinator if you have any
questions. Marks for Geography modules (those with a GG code) will normally be returned in
the form of indicative grades as presented in the table below. Course work grades are
provisional, being subject to moderation at the Examiners’ Meeting.
Mark Range
Indicative Grade
90-100
A++
80-89
A+
70-79
A
65-69
B+
60-64
B
55-59
C+
50-54
C
45-49
D+
40-44
D
<40
F
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Submission of Assessed Work
It is your responsibility to ensure that you accurately note the deadline and procedure for
submission of assessed work.
When work is handed in, a register of its receipt is kept. The register includes the date of
submission, the student’s signature and the staff signature.
Many modules require work to be submitted electronically through the ‘Turnitin’ anti-plagiarism
software. For other forms of electronic submission, you should obtain acknowledgement from
the member of the academic staff responsible that the submission has been received. Unless
otherwise stipulated, all written work must be word-processed.
You must keep a paper and electronic copy of all work submitted for assessment.
Deadlines and Penalties for Late Submission
You must ensure that you are available to submit course work by the deadline.
In the event of late submission of any course work, a penalty of -5% per day or part thereof will
be applied to the mark for that piece of work up to a maximum of five days after which a zero
mark will be given.
In cases where illness or other circumstances prevent the submission of work by a deadline, a
certificate from a medical practitioner or a letter from the Tutor should be obtained setting out
the circumstances. Certificates should insofar as is possible refer to the time period during
which the illness or other condition prevailed.
Certificates seeking an extension of a deadline should be submitted as early as possible (and
preferably before the deadline is reached) to the relevant member of staff who may then grant
an extension.
If an extension is granted, the penalty for late submission will come into effect at the end of the
extension period.
Progression and Mark Carry-Forward
In order to progress, students must pass each year and fulfil all requirements as outlined in the
College calendar. The overall degree result comprises a weighted aggregate of the annual
marks for Junior Sophister (20%) and Senior Sophister (80%) years.
AN IMPORTANT NOTE REGARDING PLAGIARISM
Plagiarism is interpreted by the University as the act of presenting the work of others as one’s
own work, without acknowledgement. Plagiarism is considered as academically fraudulent,
and an offence against University discipline. The University considers plagiarism to be a major
offence, and subject to the disciplinary procedures of the University.
Plagiarism can arise from deliberate actions and also through careless thinking and/or
methodology. The offence lies not in the attitude or intention of the perpetrator, but in the
action and in its consequences.
Plagiarism can arise from actions such as:
(a) copying another student’s work;
(b) enlisting another person or persons to complete an assignment on the student’s behalf;
(c) quoting directly, without acknowledgement, from books, articles or other sources, either
in printed, recorded or electronic format;
(d) paraphrasing, without acknowledgement, the writings of other authors.
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Examples (c) and (d) in particular can arise through careless thinking and/or methodology
where students:
(i)
fail to distinguish between their own ideas and those of others;
(ii)
fail to take proper notes during preliminary research and therefore lose track of the
sources from which the notes were drawn;
(iii)
fail to distinguish between information which needs no acknowledgement because it
is firmly in the public domain, and information which might be widely known, but
which nevertheless requires some sort of acknowledgement;
(iv)
come across a distinctive methodology or idea and fail to record its source.
All the above serve only as examples and are not exhaustive.
Students should submit work done in co-operation with other students only when it is done with
the full knowledge and permission of the lecturer concerned. Without this, work submitted
which is the product of collusion with other students may be considered to be plagiarism.
It is clearly understood that all members of the academic community use and build on the work
of others. It is commonly accepted also, however, that we build on the work of others in an
open and explicit manner, and with due acknowledgement. Many cases of plagiarism that arise
could be avoided by following some simple guidelines:
(i)
Any material used in a piece of work, of any form, that is not the original thought of
the author should be fully referenced in the work and attributed to its source. The
material should either be quoted directly or paraphrased. Either way, an explicit
citation of the work referred to should be provided, in the text, in a footnote, or both.
Not to do so is to commit plagiarism.
(ii)
When taking notes from any source it is very important to record the precise words
or ideas that are being used and their precise sources.
(iii)
While the Internet often offers a wide range of possibilities for researching particular
themes, it also requires particular attention to be paid to the distinction between
one’s own work and the work of others. Particular care should be taken to keep
track of the source of the electronic information obtained from the Internet or other
electronic sources and ensure that it is explicitly and correctly acknowledged.
It is your responsibility to ensure you do not commit plagiarism. If in doubt, you should
seek advice from a lecturer, tutor or supervisor on avoiding plagiarism. See Guidelines
on Referencing below. NB: Assignments may be checked using anti-plagiarism
software.
GUIDELINES ON REFERENCING
Earth Sciences employs the Harvard Referencing system and students must use this method
in all written work (including presentations). Please note the following points:
1. You should insert a citation when referring to the work or ideas of others. This can be
done when you are reviewing existing work, or using the work of others to support your
own arguments.
2. You should cite all references within the text using the author’s surname (no first
names or initials) followed by the year of publication. For example, “Smith (2009)
demonstrates that…” or “These results support previous work in this area (Smith,
2009).”
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3. If there are two authors, include both in the citation within the text. For example, “Smith
& Jones (2009) demonstrate that…”. If there are three or more authors, insert “et al.”
after the first author. For example, if Smith & Jones write a paper with their colleague
Bloggs, this should be cited in the text as “Smith et al. (2009) demonstrate that…”.
4. When citing multiple works, references must be arranged in chronological order within
the text. For example, “These results support previous work in this area (Smith, 2001;
Jones, 2004; Smith et al., 2009).
5. At the end of your assignment, you must compile a REFERENCE LIST that includes all
of the material cited in your work. This differs from other forms of Bibliography that may
list work that has not been cited (e.g. recommended reading).
6. Your reference list must be in alphabetical order by first author’s surname, with material
by individual authors ordered chronologically. For example, the papers above would be
listed as:
Jones, A.B. (2004)
Smith, C.D. (2001)
Smith, C.D. (2009)
Smith, C.D., Jones, A.B. (2009)
Smith, C.D., Jones, A.B., Bloggs, E.F. (2009)
7. The precise format of the references varies with publication type. Common examples
are:
Academic Journal papers:
Smith, C.D. (2001) Title of the paper. Name of the Journal Vol No., pg X-Y.
Books:
Jones, A.B. (2004) Title of Book. Edition. Publisher:Location, No. of pages.
Website:
Author names (Year) Title of webpage (online), URL, [Date Accessed]
For more information see the guide on the Freeman Library Website:
https://www.tcd.ie/Geography/GeographyWebsite/Freeman/FAQ_referencing.php
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MARKING CRITERIA
The following guidelines outline the criteria used in awarding grades for Essays and
Examination Answers in the Sophister Years.
Class
Mark
Range
90-100
I
80-89
70-79
65-69
II-1
60-64
55-59
II-2
50-54
45-49
III
40-44
35-39
30-34
Fail
0-29
Criteria
EXCEPTIONAL ANSWER; This answer will show original thought and a
sophisticated insight into the subject, and mastery of the available information on
the subject. It should make compelling arguments for any case it is putting
forward, and show a rounded view of all sides of the argument. In exam
questions, important examples will be supported by attribution to relevant authors,
and while not necessarily giving the exact date, should show an awareness of the
approximate period. In essays, the referencing will be comprehensive and
accurate.
OUTSTANDING ANSWER; This answer will show frequent originality of thought
and make new connections between pieces of evidence beyond those presented
in lectures. There will be evidence of awareness of the background behind the
subject area discussed, with evidence of deep understanding of more than one
view on any debatable points. It will be written clearly in a style which is easy to
follow. In exams, authors of important examples may be provided. In essays all
important examples will be referenced accurately.
INSIGHTFUL ANSWER; showing a grasp of the full relevance of all course
material discussed, and will include one or two examples from wider reading to
extend the arguments presented. It should show some original connections of
concepts. There will be only minor errors in examples given. All arguments will be
entirely logical, and well written. Referencing in exams will be sporadic but
referencing should be present and accurate in essays.
VERY COMPREHENSIVE ANSWER; good understanding of concepts supported
by broad knowledge of subject. Notable for synthesis of information rather than
originality. Evidence of relevant reading outside lecture notes and coursework.
Mostly accurate and logical with appropriate examples. Occasionally a lapse in
detail.
LESS COMPREHENSIVE ANSWER; mostly confined to good recall of
coursework. Some synthesis of information or ideas. Accurate and logical within
a limited scope. Some lapses in detail tolerated. Evidence of reading assigned
course literature.
SOUND BUT INCOMPLETE ANSWER; based on coursework alone but suffers
from a significant omission, error or misunderstanding. Usually lacks synthesis of
information or ideas. Mainly logical and accurate within its limited scope and with
lapses in detail.
INCOMPLETE ANSWER; suffers from significant omissions, errors and
misunderstandings, but still with understanding of main concepts and showing
sound knowledge. Several lapses in detail.
WEAK ANSWER; limited understanding and knowledge of subject. Serious
omissions, errors and misunderstandings, so that answer is no more than
adequate.
VERY WEAK ANSWER; a poor answer, lacking substance but giving some
relevant information. Information given may not be in context or well explained,
but will contain passages and words, which indicate a marginally adequate
understanding.
MARGINAL FAIL; inadequate answer, with no substance or understanding, but
with a vague knowledge relevant to the question.
CLEAR FAILURE; some attempt made to write something relevant to the
question. Errors serious but not absurd. Could also be a sound answer to the
misinterpretation of a question.
UTTER FAILURE; with little hint of knowledge. Errors serious and absurd. Could
also be a trivial response to the misinterpretation of a question.
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5. Staff, Contacts & Support
Specific enquiries relating to individual modules should be directed to the module co-ordinator
or the member of teaching staff involved.
General administration (including examination results) for the Freshman Years is handled by
the Science Course Office (see www.tcd.ie/Science)
Administrative support for Sophister Earth Sciences is provided by the Geology Office.
Executive Officer: Dr Mags Duncan ([email protected]); Tel: (01) 896 1074
Course Director
Dr Robin Edwards B.Sc. (Southampton), Ph.D. (Dunelm)
Research Interests: Sea level
palaeoenvironmental reconstruction;
archaeology.
change & climate; foraminifera; quantitative
oceanography; coastal change; environmental
Contact: [email protected]
Module Co-ordinators
Dr Mary Bourke, B.A., M.A. (UCD), Ph.D. (ANU)
Research Interests: Physical Geography: Geomorphology of Mars and Earth; fluvial, aeolian,
mass wasting and rock breakdown, arid zone geomorphology.
Contact: [email protected]
Dr Dave Chew
Research Interests: Applying geochronology and thermochronology to a variety of geological
problems. These include the timing of orogenesis in ancient orogenic belts (The Caledonides
and Andes), isotopic dating of sedimentation (particularly Neoproterozoic glacial sequences)
and exhumation studies using low temperature thermochronology
Contact: [email protected]
Prof Geoff Clayton
Research Interests: 1) PALYNOLOGY - the use of palynomorphs in Palaeozoic rocks to
determine their age, depositional environment and palaeogeographic setting. 2) ORGANIC
PETROLOGY – interpretation of thermal histories of rocks based on studies of microscopic
plant debris and other organic particles
Contact: [email protected]
Prof Peter Coxon, B.Sc. (Sussex), Ph.D. (Cantab.), F.T.C.D.
Research Interests: Dating and analysis of landscape change using pollen analysis;
biostratigraphy of late Tertiary and mid-late Pleistocene deposits; glacial geomorphology; bog
flows; environmental archaeology of buried walls and Early Christian structures in western
Ireland.
Contact: [email protected]
Dr Quentin Crowley, B.Sc. (NUIG), Ph.D. (NUIG)
Research Interests: Geochronology, Igneous
geochemistry, structural geology, volcanology
and
metamorphic
petrology,
Isotope
Contact: [email protected]
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Prof. Balz Kamber
Research Interests: Global geochemical cycles; the early Earth
Contact: [email protected]
Dr. Rupert Levene
Research Interests: Operator Algebras and Operator Spaces
Contact: [email protected]
Prof. James Lunney, B.Sc (Belfast), Ph.D. (Belfast)
Research Interests: laser ablation of solids; pulsed laser deposition of thin films and
nanoparticles; electrical discharge plasma devices; applications of conical diffraction.
Contact: [email protected]
Dr Chris Nicholas, Ph.D. (Cantab.)
Research Interests: Clastic sediments, Stratigraphy, Sedimentary Processes, Ecological
Evolution, Ecosystems Energy and Climate Change, Geochemistry, Hydrocarbons, exploration
and production, Paleoclimatology, Paleoecology, Petroleum geology, Physical Oceanography,
Volcanology.
Contact: [email protected]
Mr Michael Quigley, B.A. (N.U.I.), M.A. (N.U.I.).
Research Interests: Biogeography; geomorphology, environmental issues, especially in
Ireland; special interest in sand dunes.
Contact: [email protected]
Dr. Sinéad Ryan
Research Interests: High Energy Physics, Quantum Field Theory, Lattice QCD, Heavy Quark
Physics.
Contact: [email protected]
Dr Carlos Rocha, B.Sc. (Lisbon). Ph.D. (Lisbon)
Research Interests: Marine and Environmental Biogeochemistry, Oceanography, Climate
Change forcing on Carbon and Nitrogen Cycling, Benthic nutrient cycling, Estuarine nutrient
dynamics.
Contact: [email protected]
Prof George Sevastopulo
Research Interests: Carboniferous, Devonian and Ordovician geology of Ireland, Earth
Stratigraphy, Sedimentary Processes, Paleontology, stable isotope geochemistry
Contact: [email protected]
Dr Martin Sokol, Ing.arch (Bratislava), M.A. (Grenoble), Ph.D. (Newcastle)
Research Interests: Economic geography; Urban and regional development; Post-socialist
geographies; Geographies of finance.
Contact: [email protected]
Dr Emma Tomlinson
Research Interests: Evolution of silicic magmas, tephrostratigraphy and tephrochronology,
mantle fluids & metasomatism.
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Contact: [email protected]
Dr Patrick Wyse Jackson,
Research Interests: Palaeontology; Palaeozoic bryozoans; Recent bryozoans; History of
Geology; History of Science in Ireland; Building Stones and materials.
Contact: [email protected]
STUDENT 2 STUDENT
From the moment you arrive in College right the way through to your end of year exams
Student 2 Student (S2S) is here to make sure your first year is fun, engaging and a great
foundation for the rest of your time in Trinity. You’ll meet your two S2S mentors in Freshers’
Week and they’ll make sure you know other people in your course before your classes even
start. They’ll keep in regular touch with you throughout your first year and invite you to events
on and off campus. They’ll also give you useful information about your course and what to
look out for. Mentors are students who have been through first year and know exactly what it
feels like, so you never have to worry about asking them a question or talking to them about
anything that’s worrying you.
S2S also offers trained Peer Supporters if you want to talk confidentially to another student or
just to meet a friendly face for a coffee and a chat.
S2S is supported by the Senior Tutor's Office and the Student Counselling Service.
http://student2student.tcd.ie, E-mail: [email protected], Phone: + 353 1 896 2438
6. Facilities, Conduct and Safety
Please ensure that you read the regulations and safety information below. In addition, you
should consult the general College regulations which are set out in the College Calendar
(available from the Freeman and Berkeley Libraries or online at http://www.tcd.ie/calendar/).
Under the Health and Safety at Work Act (1989), you are responsible for your own safety and
that of your fellow students.
The person in charge must be informed immediately if any student falls ill during class, in a
laboratory practical or on field work. If the student needs medical attention, inform the doctor of
when and where the illness took place. In the case of accidents, however trivial, always inform
the lecturer or laboratory supervisor.
Please make a mental note of the position of fire extinguishers and of the clearly marked
emergency exits from lecture rooms. If the fire alarm sounds, please leave the building in an
orderly fashion by one of the marked exits. Assemble on the forecourt of the Berkeley Library.
When in the building, do not run or act in a foolish manner and avoid cluttering benches, floors
and walkways with personal effects. Bicycles should not be brought into the building. Impeding
exits jeopardises safety.
You are not permitted to smoke or bring food and drink into laboratories (including computing
rooms), lecture and seminar rooms.
If you suffer from any health problem, such as colour blindness, epilepsy, asthma, fainting fits,
haemophilia, general allergies, immuniodeficiency, diabetes, balancing disorders, or any other
health problem likely to affect your work, you must:
1. Inform your doctor of your intention to undertake laboratory and field work and seek
relevant advice.
2. Notify your tutor.
3. Inform project / practical supervisors and field-course leaders.
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Before embarking on any fieldwork, you must familiarise yourself with the Fieldwork Safety
Manual, consult your supervisor and complete the relevant Fieldwork Safety and Risk
Assessment forms.
IMPORTANT NOTE: Failure to complete the relevant forms may prevent you from undertaking
fieldwork or participating in field trips, and can result in you forfeiting marks for associated
work.
LABORATORIES
Never undertake experiments or use equipment or materials without first receiving instructions.
White laboratory coats must be worn when undertaking experiments using chemicals.
Students engaged in laboratory-based research must obtain prior approval from and discuss
the precise nature of that activity with their supervisor. Particular care must be exercised when
using equipment or chemicals. No students are allowed to work in laboratories unsupervised,
or after 5 p.m. and on weekends/bank holidays.
FIELDWORK AND FIELDTRIP SAFETY
You must familiarise yourself with the Fieldwork Safety Manual and, where applicable,
complete the relevant Health Questionnaire, Fieldwork Safety and Risk Assessment forms. In
addition to following the instructions of fieldtrip leaders, please also pay particular attention to
the following:
1.
Always wear suitable clothing and, if in doubt, ask the leader prior to the trip.
2.
Always leave an account of your movements and expected return time with a
responsible person.
3.
Check on the weather forecast prior to any trip.
4.
Where necessary, use helmets and eye protection which will be made available for
relevant trips.
5.
Never enter caves alone or without an authorised leader and proper lighting.
6.
Exercise particular caution around water.
7.
Never visit pubs and clubs in unfamiliar places alone, and never leave drinks and
valuables unattended.
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